Background Languages, Learner Motivation and Self-Assessed Progress in Learning Zulu as an Additional Language in the UK

Autor/inn/en	Marten, Lutz; Mostert, Carola
Titel	Background Languages, Learner Motivation and Self-Assessed Progress in Learning Zulu as an Additional Language in the UK
Quelle	In: International Journal of Multilingualism, 9 (2012) 1, S.101-128 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2011.614692
Schlagwörter	African Languages; Prior Learning; Learning Motivation; Foreign Countries; Introductory Courses; Second Language Learning; Second Language Instruction; Careers; Student Attitudes; College Students; Self Evaluation (Individuals); Multilingualism; Questionnaires; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Vorkenntnisse; Motivation for studies; Lernmotivation; Ausland; Einführungskurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Career; Karriere; Schülerverhalten; Collegestudent; Mehrsprachigkeit; Multilingualismus; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	The article reports results of a study of beginner-level learners of Zulu in higher education in the UK, focussing on learners' linguistic background, their motivation and reasons for studying Zulu, and their self-assessed progress at the beginning of the second term of teaching. The study shows that participants typically studied Zulu as an additional or L3 language and often had prior knowledge of three or four background languages, including in many cases prior knowledge of an African language. They studied Zulu for personal, academic and professional reasons and their motivation was integrative as well as instrumental. Many expected to use Zulu professionally, in particular for work or study in South Africa. While learners' motivation does not interact significantly with self-assessed progress, the study suggests that both a higher number of background languages, and knowledge of an African language structurally similar to Zulu might have positive effects on self-assessed progress. (Contains 9 figures, 3 tables and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10